Interviewing skills of first-year medical students

Preven, David W.; Kachur, Elizabeth; Kupfer, Ramona; Waters, Jennifer A.

doi:10.1097/00001888-198610000-00012

Cited by 16 publications

(17 citation statements)

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“…The oral tradition of myths and legends, which are continually recreated by word of mouth in successive generations, still features prominently in many non-Western societies and impacts profoundly on the experience of health and illness in these societies 16. Perhaps it is partly because Western culture has lost its grip on this oral tradition that the skills of listening to, appreciating, and interpreting patients' stories are only rarely upheld as core clinical skills in medical curriculums.…”

Section: A Lost Traditionmentioning

confidence: 99%

Narrative based medicine: Why study narrative?

Greenhalgh

Hurwitz²

1999

BMJ

588

298

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Section: A Lost Traditionmentioning

confidence: 99%

Narrative based medicine: Why study narrative?

Greenhalgh

Hurwitz²

1999

BMJ

588

298

View full text Add to dashboard Cite

“…Studies of medical students' interaction skills have shown this change in approach to the task of patient interviewing. In their early clinical days, many students display an interest in talking with patients and show some skills in facilitating communication and asking appropriate questions (Barbee & Feldman 1970; Helfer 1970; Preven et al 1986). At the same time, they show considerably less skill in obtaining patients' medical histories and deriving a diagnosis, a problem many students themselves are aware of (Batenburg & Gerritsma 1983).…”

Section: Introductionmentioning

confidence: 99%

“…At the same time, they show considerably less skill in obtaining patients' medical histories and deriving a diagnosis, a problem many students themselves are aware of (Batenburg & Gerritsma 1983). However, as students' medical knowledge and skills develop over their clinical training, many begin to focus on patients' symptoms and functional enquiry and pay less attention to relevant psychological data and patients' needs (Preven et al 1986).…”

Section: Introductionmentioning

confidence: 99%

Effects of communication skills training on students' diagnostic efficiency

et al. 1991

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This study evaluates the impact of a training programme in communications skills on subsequent diagnostic efficiency. Videotaped history-taking interviews conducted by groups of specially trained and control groups of students were rated for their diagnostic efficiency by two medical practitioners. Students in the trained group had shown greatly increased skills in interviewing and interpersonal effectiveness as a result of their training. A comparison of ratings given by the two experimentally naive, independent observers revealed that trained students were significantly better at eliciting full, relevant data from patients--they were diagnostically more efficient, but took no longer than their control group counterparts to elicit the information. Further research with the medical interview rating scale will clarify the skills required of medical students in interviewing and diagnosis and facilitate remedial training for students who show poor interview skills.

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“…Numerous studies have shown that students trained using the clinical method gradually showed progressive improvement in their ability to focus on patients' pathophysiological complaints and elicit medically relevant information. However, in many cases, their focus on physiological aspects of medicine was often accompanied by an unwillingness or inability to explore patients' psychological and social concerns which impact on illness states and illness reactions (Flaherty 1985; Preven 1986; Stewart & Roter 1989). Studies of medical students' interaction skills showed that, early in their early clinical days, many students displayed an interest in talking with patients and showed some skills in facilitating communication and asking appropriate questions.…”

Section: Introductionmentioning

confidence: 99%

“…Studies of medical students' interaction skills showed that, early in their early clinical days, many students displayed an interest in talking with patients and showed some skills in facilitating communication and asking appropriate questions. By the time students had reached their final years of training, however, they focused intently on diagnostic information, to the apparent exclusion of concern and empathy for the patient (Barbee & Feldman 1970; Preven et al 1986; Stewart & Roter 1989).…”

Section: Introductionmentioning

confidence: 99%

Consulting skills training and medical students' interviewing efficiency

1996

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In more traditional medical education, medical students took a patient's medical history by asking a series of sequenced, routine questions, covering presenting medical problem(s); medical history; social and personal history; systems review; and physical examination. Following this process, the student then attempted to derive the patient's medical problems. This inductive problem-solving paradigm may not assist students to prepare for their future interviewing needs, given doctors use a hypothetico-deductive, problem-solving approach when interviewing patients and numerous researchers have developed specialized communication skills training programmes designed to enhance students' interviewing skills. Students given specific consulting skills training have tended to show significantly greater interpersonal effectiveness and improved interview behaviours compared with students who experience traditional patient clerking training. These improvements in interviewing tend to persist over the period of students' medical training. The aim of the present study was to determine whether specialized communication skills training helped students elicit greater quantity and quality of information from patients and if so, whether such information assisted students in improving their diagnostic skills. Videotaped history-taking interviews conducted by students trained in communication skills and untrained (control) students were rated for their interview efficiency. A comparison of ratings given by experimentally naive, independent observers revealed that trained students were more efficient, but took no longer than their control group counterparts to elicit fuller, more relevant information. However, the student groups did not differ in the accuracy or scope of their medical diagnoses. It is argued that students' lack of medical knowledge in this early phase of their clinical training militated against their being able to use their interviewing competence to derive more potentially accurate medical diagnoses.

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Interviewing skills of first-year medical students

Cited by 16 publications

References 0 publications

Narrative based medicine: Why study narrative?

Narrative based medicine: Why study narrative?

Effects of communication skills training on students' diagnostic efficiency

Consulting skills training and medical students' interviewing efficiency

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